Be flexible: It is so important to be able to admit when something isn’t working. Be able to recognize when what you planned is working and be prepared to do something else
Be consumed with the way things are supposed to run. It is important to accept that the students aren’t always going to fall into line; they are human beings not cattle.
Be prepared: If at all possible try to prepare yourself at least a week in advance so you know where you want to be going for the week. This way if you come across a lesson that isn’t working, you have enough material planned that is still on course for needs to get one.
Don’t scream at the kids even when you feel frustrated. Work out a method that works for you where you can get them to settle down without letting them see your frustration. Kids play on your frustration and the more upset you get, they will continue to push your buttons. I personally like the “death stare.” The students understand what this means and more importantly, it doesn’t waste as much class time.
Listen to the kids: Aside from not wanting homework, the students will more than likely have a few pearls of wisdom to throw your way. You are there for them, so listen.
Assign more work than you can attend to and return. If you expect your students to do their homework on a regular basis, you should expect to do yours as well. I always try to get homework and assignments back to them the next day or within 2 days tops. Set a good example.
Treat the students with respect and love: Children don’t often get much affection at home and the more compassionate and understanding you can be, the better your relationship with them will be. Plus, they will respect you more. Be an example for them to follow.
Berate the students in front of the class. This is not going to set an example; it will only embarrass the student and could potentially make a more disruptive working environment. There is a tactful way to handle all problems. Most of the time you can talk to the student alone first and then follow the chain of action for your department.
Keep in touch with the parents, they can offer you valuable insight into their children. Sometimes they won’t offer help, but the times they do, you will be grateful you called. Also, call for good things as well as bad things. Let them know who you are and that you are concerned without judging the way their child is.
Expect students to know things without you explaining it to them first. Don’t treat them like they are stupid, but also understand that they aren’t going to get things right away. Be patient. It is so important to realize that they are just kids.
Education is one of the most challenging careers to get into. Few jobs require so much of a person and early on, we don’t know how to cope or draw appropriate boundaries.
What have you done to get by in your early years? Please share.
Here is a great link to help you frame your perspective:
What We See in Effective and Ineffective Classrooms Annette Breaux and Todd Whitaker
In our ongoing observations of teachers, we continue to notice that the most effective teachers’ classrooms all look uncannily similar. And, of course, the same can be said for the less effective teachers—their classrooms all look uncannily similar.
It seems that no matter where we go, the students all act the same in the classrooms of the most effective teachers. And yes, no matter where we go, the students all act the same in the classrooms of less effective teachers. We are, of course, speaking in generalities here.
Let’s take a look inside of less effective teachers’ classrooms first. Here is what they all seem to have in common:
◆ The classroom looks disorganized. There is “stuff” everywhere.
◆ Lessons lack luster and excitement.
◆ The teacher does most of the talking, and the students do little listening.
◆ There is little, if any, evidence of structured routines and procedures.
◆ There are lots of teacher warnings directed at misbehaving students.
◆ The teacher is reactive.
◆ Objectives are vague and often confusing.
◆ There is little teacher movement around the room. The teacher generally stays toward the front of the room. Guess where most of the behavior problems occur! Farthest from the teacher.
◆ There is an overuse of worksheet-type activities.
◆ Consequences for behavior infractions are inconsistent. The severity of the punishment is usually in direct proportion to the teacher ’s anxiety level.
◆ The teacher openly shows frustration.
◆ The lessons are usually “one size fits all.” Unfortunately, most fit none.
◆ Technology is often used “for the sake of using it” as opposed to being used to enhance the lesson.
◆ There is little positive reinforcement.
◆ Teacher enthusiasm is lacking.
chaos-classroom-570
Now for the good news
We could go on, but we think we’ve made the point. Now for the good news. Here’s what we saw in the classrooms of the most effective teachers:
◆ The classroom is organized. A place for everything and everything in its place.
◆ Lessons are inviting and exciting.
◆ The students do most of the talking and the doing, prompted by the teacher ’s questioning and guidance.
◆ Routines and procedures are evident. Students know exactly what is expected of them.
◆ There are no teacher warnings for student misbehavior. If a rule is broken, a consequence follows. If a procedure isn’t followed, the teacher provides more practice.
◆ The teacher is proactive.
◆ Lesson objectives are clear and measurable.
◆ There is constant teacher movement around the room. Behavior problems are almost nonexistent.
◆ There is little dependence on worksheet-type activities. Lessons are highly interactive, and students remain engaged in meaningful activities.
◆ The punishment for any given infraction is consistent (and rare).
◆ The teacher does not show frustration. Even in the case of misbehavior, the problem is handled seriously but calmly. The teacher always appears to be in control.
◆ Activities are varied to meet the needs of all learners.
◆ Technology is used, thoughtfully, to enhance lessons and learning.
Parent Letter, Syllabus, Student Information Form (Google doc or hardcopy), KUD for Unit 1, Room Design) Back-to-School Resources
Acceptable Use Policy:
Your mentors and contact information:
Lynn Fisher lfisher@asheboro.k12.nc.us
Kathy Saunders ksaunders@asheboro.k12.nc.us
Asheboro High School
1212 South Park Street
Asheboro, NC 27203
336 625-5185
ACS SEEDS Livebinder
Agenda for Friday, August 15th
Welcome and Get to Know Mentor, School, and Resources
8:30 Wiki Introduction/Participants
Culture of AHSLunch Order
Tour of Wiki Space
Mentor Introduction/Technology Integration Sample
Begin Part One
11:30 Former BTs
Lunch 12:00-1:00
Tour of Building1:30 Ms. Boling and Ms. Baker
Part Three
___Welcome Poem:
http://www.taylormali.com/poems-online/undivided-attention/
Part 1
Managing Professional Responsibilities
Creating your own material hub in an online portfolio or teacher page
Administrative Responsibilities Handout
Handbook and Staff Links
*Supplies
*Copies
*Prior Approval
*Lesson Plans/Grades
*Books
*Bulletin Boards
*Teacher Evaluation Instrument
ACS Livebinder
Suggestions:-Create one binder per class with forms, rosters,notes/call to parents, attendance and grades.
-Use to print rosters and then checklists.
Part 2
Preparing to Teach*Logistics: Room Design
Room Assignments
*Curriculum & Instruction:
CCSS
Curriculum Guides
Rubrics and Choice Boards
Rubrics
Know - Understand - Do
*Technology: Technology Resources Smartboard
*Relationships:
Ethics
Student-Teacher;
Parent Contact; Making Connections
SAS Curriculum Pathways
Helpful Links, Reminders, Guidance, Support:
The Dos and Don’ts of early teaching: part 1
admit when something isn’t working. Be able to recognize when what you planned is working and be prepared to do something else
always going to fall into line; they are human beings not cattle.
to push your buttons. I personally like the “death stare.” The students understand what this means and more importantly, it doesn’t waste as much class time.
Education is one of the most challenging careers to get into. Few jobs require so much of a person and early on, we don’t know how to cope or draw appropriate boundaries.
What have you done to get by in your early years? Please share.
Here is a great link to help you frame your perspective:
What an Effective Teacher’s Classroom Looks Like
by MiddleWeb · 07/14/2014
What We See in Effective and Ineffective Classrooms
Annette Breaux and Todd Whitaker
In our ongoing observations of teachers, we continue to notice that the most effective teachers’ classrooms all look uncannily similar. And, of course, the same can be said for the less effective teachers—their classrooms all look uncannily similar.
It seems that no matter where we go, the students all act the same in the classrooms of the most effective teachers. And yes, no matter where we go, the students all act the same in the classrooms of less effective teachers. We are, of course, speaking in generalities here.
Let’s take a look inside of less effective teachers’ classrooms first.
Here is what they all seem to have in common:
◆ The classroom looks disorganized. There is “stuff” everywhere.
◆ Lessons lack luster and excitement.
◆ The teacher does most of the talking, and the students do little listening.
◆ There is little, if any, evidence of structured routines and procedures.
◆ There are lots of teacher warnings directed at misbehaving students.
◆ The teacher is reactive.
◆ Objectives are vague and often confusing.
◆ There is little teacher movement around the room. The teacher generally stays toward the front of the room. Guess where most of the behavior problems occur! Farthest from the teacher.
◆ There is an overuse of worksheet-type activities.
◆ Consequences for behavior infractions are inconsistent. The severity of the punishment is usually in direct proportion to the teacher ’s anxiety level.
◆ The teacher openly shows frustration.
◆ The lessons are usually “one size fits all.” Unfortunately, most fit none.
◆ Technology is often used “for the sake of using it” as opposed to being used to enhance the lesson.
◆ There is little positive reinforcement.
◆ Teacher enthusiasm is lacking.
Now for the good news
We could go on, but we think we’ve made the point. Now for the good news.Here’s what we saw in the classrooms of the most effective teachers:
◆ The classroom is organized. A place for everything and everything in its place.
◆ Lessons are inviting and exciting.
◆ The students do most of the talking and the doing, prompted by the teacher ’s questioning and guidance.
◆ Routines and procedures are evident. Students know exactly what is expected of them.
◆ There are no teacher warnings for student misbehavior. If a rule is broken, a consequence follows. If a procedure isn’t followed, the teacher provides more practice.
◆ The teacher is proactive.
◆ Lesson objectives are clear and measurable.
◆ There is constant teacher movement around the room. Behavior problems are almost nonexistent.
◆ There is little dependence on worksheet-type activities. Lessons are highly interactive, and students remain engaged in meaningful activities.
◆ The punishment for any given infraction is consistent (and rare).
◆ The teacher does not show frustration. Even in the case of misbehavior, the problem is handled seriously but calmly. The teacher always appears to be in control.
◆ Activities are varied to meet the needs of all learners.
◆ Technology is used, thoughtfully, to enhance lessons and learning.
◆ There is constant positive reinforcement.
◆ Teacher enthusiasm is evident and contagious.
Embrace a relevant, accessible approach to learning:
Take another look at the topic:
Get to know your students
Reflect, Reflect , Reflect
Part 3
Workshop Time (Rules/Procedures, Meet the Teacher, Mrs. Saunders.Sixteen Things about Kathy Saunders on Prezi
Parent Letter, Syllabus, Student Information Form (Google doc or hardcopy), KUD for Unit 1, Room Design)
Back-to-School Resources
Acceptable Use Policy:
Substitute Binder:
Three Shifts Roles:
Parent Letter Template:
Syllabus Template:
KUD Template:
Parent Contact Log:
Lesson Plan Format (read only):
Class Procedures Sample:
Syllabus Sample Online
Copy of New Teacher Resources
Need Help?